AQA Qualifications

AS
Chemistry
Paper 1: Inorganic and Physical Chemistry
Mark scheme

7404/1
Specimen Paper (set 2)

Version 1.1
 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.

Further copies of this Mark Scheme are available from aqa.org.uk

Important - please note

This mark scheme has not been through the full standardisation process. As
such, many of the phases described above have not been completed. The
Instructions for examiners are also included as a guide to how the mark
scheme will function as an operational document. The layout has been kept
consistent so that future operational mark schemes do not appear different to
the specimen materials.

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

AS and A-level Chemistry

Mark scheme instructions for examiners
Introduction to marking

Before beginning the standardisation process, you must:

• access the online tutorial
• access all relevant documents on your Examiner Extranet page
• mark a minimum of 10 training clips of each item.

When standardising online, you must review the marking of the standardisation clips and all
comments and annotations made by the Lead Examiner, which exemplify the marking standard. You
must discuss the results of your marking of the standardisation clips with your Team Leader before
you will be cleared to mark live clips.

1. General
The mark scheme for each question shows:
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the examiner make his or her judgement and help to delineate what is
acceptable or not worthy of credit or, in discursive answers, to give an overview of the area in
which a mark or marks may be awarded.
The extra information in the ‘Comments’ column is aligned to the appropriate answer in the left-hand
part of the mark scheme and should only be applied to that item in the mark scheme.
You should mark according to the contents of the mark scheme. If you are in any doubt about
applying the mark scheme to a particular response, consult your Team Leader.
At the beginning of a part of a question a reminder may be given, for example: where consequential
marking needs to be considered in a calculation; or the answer may be on the diagram or at a
different place on the script.
In general the right-hand side of the mark scheme is there to provide those extra details which
confuse the main part of the mark scheme yet may be helpful in ensuring that marking is
straightforward and consistent.
The use of M1, M2, M3 etc refers to the marking points in the order in which they appear in the mark
scheme. So, M1 refers to the first marking point, M2 the second marking point etc.

2. Emboldening
2.1 In a list of acceptable answers where more than one mark is available ‘any two from’ is used,
with the number of marks emboldened. Each of the following bullet points is a potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to award the mark.
2.3 Alternative answers acceptable for a mark are indicated by the use of OR. Different terms in
the mark scheme are shown by a / ; eg allow smooth / free movement.
 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which students have
provided extra responses. The general principle to be followed in such a situation is that ‘right
+ wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of error /
contradictions equals or exceeds the number of marks available for the question, no marks
can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in the mark scheme)
are not penalised.

3.2 Marking procedure for calculations

Full marks should be awarded for a correct numerical answer, without any working shown,
unless the question states ‘Show your working’ or ‘justify your answer’.
If an answer to a calculation is incorrect and working is shown, process mark(s) can usually be
gained by correct substitution / working. This is usually shown in the ‘Comments’ column or by
each stage of a longer calculation.

3.3 Equations
In questions requiring students to write equations, state symbols are generally ignored unless
otherwise stated in the ‘Comments’ column.
Examiners should also credit correct equations using multiples and fractions unless otherwise
stated in the ‘Comments’ column.
Equations are not correct unless they are balanced.

3.4 Organic structures

Where students are asked to draw organic structures, these may be given as displayed,
structural or skeletal formulas unless a specific type of structure is required in the question and
stated in the mark scheme.

3.5 Interpretation of ‘it’

Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the
correct subject.

3.6 Errors carried forward, consequential marking and arithmetic errors

Allowances for errors carried forward are most likely to be restricted to calculation questions
and should be shown by the abbreviation ECF or consequential in the marking scheme.
An arithmetic error should be penalised for one mark only unless otherwise amplified in the
marking scheme. Arithmetic errors may arise from a slip in a calculation or from an incorrect
transfer of a numerical value from data given in a question.
 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

3.7 Phonetic spelling

The phonetic spelling of correct scientific terminology should be credited unless there is a
possible confusion with another technical term or if the question requires correct IUPAC
nomenclature.

3.8 Brackets
(…..) are used to indicate information which is not essential for the mark to be awarded but is
included to help the examiner identify the sense of the answer required.

3.9 Ignore / Insufficient / Do not allow

Ignore or insufficient is used when the information given is irrelevant to the question or not
enough to gain the marking point. Any further correct amplification could gain the marking
point.
Do not allow means that this is a wrong answer which, even if the correct answer is given, will
still mean that the mark is not awarded.

3.10 Marking crossed out work

Crossed out work that has not been replaced should be marked as if it were not crossed out,
if possible. Where crossed out work has been replaced, mark the replacement work and not
the crossed out work.

3.11 Extended responses

For questions marked using a ‘Levels of Response’ mark scheme:
Level of response mark schemes are broken down into three levels, each of which has a
descriptor. Each descriptor contains two statements. The first statement is the Chemistry
content statement and the second statement is the communication statement.

Determining a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer
meets the Chemistry content descriptor for that level. The descriptor for the level indicates the
qualities that might be seen in the student’s answer for that level. If it meets the lowest level,
then go to the next one and decide if it meets this level, and so on, until you have a match
between the level descriptor and the answer.

When assigning a level you should look at the overall quality of the answer and not look to pick
holes in small and specific parts of the answer where the student has not performed quite as
well as the rest. If the answer covers different aspects of different levels of the mark scheme
you should use a best fit approach for defining the level.

Once the level has been decided, the mark within the level is determined by the
communication statement:

• If the answer completely matches the communication descriptor, award the higher mark
within the level.
• If the answer does not completely match the communication descriptor, award the lower
mark within the level.
 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

The exemplar materials used during standardisation will help you to determine the appropriate
level. There will be an exemplar in the standardising materials which will correspond with
each level of the mark scheme and for each mark within each level. This answer will have
been awarded a mark by the Lead Examiner. You can compare the student’s answer with the
exemplar to determine if it is the same standard, better or worse than the example. You can
then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the
exemplar.

You may well need to read back through the answer as you apply the mark scheme to clarify
points and assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended
to be exhaustive and you must credit other chemically valid points. Students may not have to
cover all of the points mentioned in the indicative content to reach the highest level of the mark
scheme. The mark scheme will state how much chemical content is required for the highest
level.

An answer which contains nothing of relevance to the question must be awarded no marks.

For other extended response answers:

Where a mark scheme includes linkage words (such as ‘therefore’, ‘so’, ‘because’ etc), these
are optional. However, a student’s marks for the question may be limited if they do not
demonstrate the ability to construct and develop a sustained line of reasoning which is
coherent, relevant, substantiated and logically structured. In particular answers in the form of
bullet pointed lists may not be awarded full marks if there is no indication of logical flow
between each point or if points are in an illogical order.

The mark schemes for some questions state that the maximum mark available for an extended
response answer is limited if the answer is not coherent, relevant, substantiated and logically
structured. During the standardisation process, the Lead Examiner will provide marked
exemplar material to demonstrate answers which have not met these criteria. You should use
these exemplars as a comparison when marking student answers.
 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Question Marking Guidance Mark Comments

01.1 Mass of X = 0.270 1 Both must be correct

Volume of X = 105.0

01.2 pV = nRT 1
100 000 × 105/1000000
=n
8.31 × 370

–3
n = 3.41 × 10 1
mass
Mr = /mol or 0.270/3.41 × 10–3 1

Mr = 79.1 1

1 If Mr = 52 used, allow CH3Cl

Identity of X = CH2Cl2

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

01.3 M1 The volume of the gas in the syringe (V) is greater than the true 1 If the Mr value of 52 is used and CH3Cl is identified in
volume (because some air leaked into the syringe) 01.2:
1 M1 The volume of the gas in the syringe (V) is less than
M2 Mr = m/n = m × RT/PV so if V is too large, Mr is too small the true volume (because not all the liquid vaporised in
the syringe)
OR
M2 Mr = m/n = m × RT/PV so if V is too small, Mr is too
M1 The temperature measured (T) is less than the temperature of the gas large
in the syringe (because the syringe heated faster than the oven and the
oven temperature was not constant) OR

M2 Mr = m/n = m × RT/PV so if T is too small, Mr is too small M1 The temperature measured (T) is greater than the
temperature of the gas in the syringe (because the
OR syringe heated more slowly than the thermometer and
the oven temperature was not constant)
M1 The measured mass of liquid transferred to the syringe (m) is less
than the actual mass transferred M2 Mr = m/n = m × RT/PV so if T is too large, Mr is too
large
M2 Mr = m/n = m × RT/PV so if m is too small, Mr is too small
OR

M1 The measured mass of liquid transferred to the

syringe (m) is greater than the actual mass transferred

M2 Mr = m/n = m × RT/PV so if m is too large, Mr is too

large

01.4 Carry out in a fume cupboard 1 Do not allow safety glasses / labcoat
To avoid toxic vapour 1

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Question Marking Guidance Mark Comments

02.1 C2H5OH(l) + 3O2(g) → 2CO2(g) + 3H2O(l) 1 1 mark for correct formulae and balancing
1 1 mark for all correct state symbols

02.2 (Standard) enthalpy of formation 1

Difficult to prevent C reacting with O2 to form some CO2 1

02.3 ∆H =∑∆Hc reactants - = ∑∆Hc products or a correct cycle 1

OR ∆H = –393 –(–283)
–1
∆H = –110 (kJ mol ) 1

02.4 Correctly drawn Hess’s law cycle 1

4 (Xe–F) = 252 + (2 × 158) = 568 1
Xe–F = 568 / 4
–1
Xe–F = 142 (kJ mol ) 1

02.5 Mean bond enthalpy found by taking an average for Xe–F in a range of 1
compounds

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Question Marking Guidance Mark Comments

24
03.1 Mg has 12n; 25Mg has 13n; 26Mg has 14n 1
OR They have different numbers of neutrons

03.2 No difference in chemical properties 1

Because all have the same electronic structure (configuration) 1

OR they have the same number of outer electrons

03.3 If fraction with mass 24 = x

Fraction with mass 26 = 0.900 – x 1
Fraction with mass 25 = 0.100
Ar = 24x + (25 × 0.100) + 26(0.900 – x) 1
24.3 = 24x + 2.50 + 23.4 –26x
2x = 1.60
x = 0.800 ie percentage 24Mg = 80.0(%) (80.0% 3sf) 1
26 26
Mg = 0.900 – 0.800 = 0.100 ie percentage Mg = 10.0(%) 1

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

03.4 25/1000 1
m= /6.022 × 1023

2 –16 23
v =2ke/m or v2 = 2 × (4.52 × 10 ) × (6.022 × 10 ) 1
25/1000

10 5 –1
V= √2.18 × 10 = 1.48 × 10 (ms )
1

5 –5
D= vt =1.48 × 10 × 1.44 × 10
1
D=2.13 (m)

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Question Marking Guidance Mark Comments

04.1 CO2 gas escapes or is lost 1

04.2 Mass CO2 = 16.11 – 14.58 = 1.53 g 1

Mr CO2 = 44.0
–2 1
Mol CO2 = 1.53 / 44.0 = 3.48 × 10

–2
Mol SrCO3 = 3.48 × 10
1
–2
Mass SrCO3 = mol × Mr = 3.48 × 10 × 147.6 2 1 mark for the answer and 1 for 3 sf precision
Mass SrCO3 = 5.13 (g) Allow 5.14 g (as a result of rounding)

04.3 Percentage error = 0.01/6.26 x 100

1
=0.160(%)

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

04.4 Original Mass SrO = 6.26 – 0.347 – 5.13 OR 6.26 – 0.347 – 4.85 = 1.063 g
= 0.783 g (or 783 mg) 1 Allow 0.773 g or 773 mg (from rounding error in Q4.2)

Justification: All SrCO3 reacted because heated to constant mass. 1

04.5 3SrO + 2Al Al2O3 + 3Sr 1

Al acts as a reducing agent 1
Sr is collected as a vapour because 1
Al2O3 is an ionic lattice and so has strong ionic attractions 1

Than Sr which is a metallic structure with (relatively) weaker bonding 1

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Question Marking Guidance Mark Comments

05.1 This question is marked using levels of response. Refer to the Mark 6 Indicative chemistry content
Scheme Instructions for Examiners for guidance on how to mark this
Stage 1 Apparatus
question.
• Boiling tube likely to be too small for 50.0 g solid
Level 3 All stages are covered and the explanation of each stage is
plus acid
5–6 generally correct and virtually complete.
• Use a (large/medium/250 ml) beaker instead
marks Stage 2 is supported by correct equations.
Answer communicates the whole process coherently and shows
Stage 2 AgCl Prep
a logical progression from stage 1 to stage 2 and then stage 3.
• HNO3 will form soluble AgNO3 so max AgCl not
The steps in stage 3 are in a logical order.
obtained
Level 2 All stages are covered but the explanation of each stage may be • Use HCl instead
3–4 incomplete or may contain inaccuracies OR two stages are • Method doesn’t say how much acid should be used
marks covered and the explanations are generally correct and virtually Or
complete. Use excess acid / Add acid until no more bubbles
Answer is mainly coherent and shows a progression through the evolved
stages. Some steps in each stage may be out of order and
incomplete. Stage 3 Making pure dry solid
• Decanting means solid wet/contaminated with
Level 1 Two stages are covered but the explanation of each stage may HNO3/acid or decanting means some solid lost
1–2 be incomplete or may contain inaccuracies, OR only one stage • Instead use filter and then wash with distilled water
marks is covered but the explanation is generally correct and virtually (and then dry)
complete.
Answer includes some isolated statements, but these are not
presented in a logical order or show confused reasoning.

Level 0 Insufficient correct chemistry to warrant a mark.

0 marks

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Question Marking Guidance Mark Comments

06.1 SrCl2> ICl > Br2 2 If wrong can award 1 for one in the correct ‘position’
SrCl2 strong ionic bonds/(strong electrostatic attraction between opposite 1
ions)
Lattice so many strong bonds to overcome 1
ICl has dipole-dipole between molecules - weaker than ionic bonds 1
Br2 has van der Waals forces between molecules – much weaker 1 Accept London/dispersion/induced dipole forces

06.2 Cl2 + H2O ⇌ HCl + HClO 1 OR 2Cl2 + 2H2O ⇌ O2 + 4HCl

H2O ⇌ 2H + Cl + ClO
+ – –
OR Cl2 +
Kills bacteria 1
Wasteful as most potable water not used for drinking- used in washing 1
clothes etc Allow ‘it is potentially toxic as it can be if over
concentrated’
OR Some people suffer eye irritation/ Some people find the taste
unpleasant
OR can react with organic compounds to produce harmful substances

06.3 6Br2 + P4 4PBr3 1 Accept 4P for P4

Pyramidal shown in a diagram (but the name of the shape isn’t needed) 1
100–108° 1 Actual value is 101° (hence larger range of values
allowed)

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

06.4 Tetrahedral shown in a diagram (but the name of the shape isn’t needed) 1
109.5° 1 Accept 109° or 109°28’

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 MARK SCHEME – AS Chemistry – 7404/1 – Specimen Paper 1 (set 2)

Section B

In this section, each correct answer is awarded 1 mark.

Question Key

7 C

8 B

9 C

10 B

11 A

12 C

13 B

14 D

15 C

16 A

17 C

18 B

19 D

20 C

21 D